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The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools.

A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework.

The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives.

A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases.

This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training.

The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved.

This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

The purpose of this study was to explore how teacher coaching was implemented across eight schools.

A subjectivist epistemological position was adopted as the most appropriate for this study, and a qualitative approach to methodology, data collection and analysis was used within an evaluative multiple case study framework in order to investigate three research questions.

The findings indicate coaching has the potential to provide schools with a professional learning approach that allows staff to explore a wide variety of challenges of practice. However, inconsistencies in perceptions, staffing and coach development mean positive outcomes for students may not be guaranteed.

One limitation of this study is that it provides a snapshot of teacher coaching in relation to a specific group of schools in a constantly changing New Zealand context.

School leaders implementing teacher coaching programmes are encouraged to consider how they will evaluate whether their programmes are changing teachers’ practice and improving outcome for students. School leaders should also plan how to manage changes in personnel.

The findings show the concept of teacher coaching is a social construct influenced by the unique environmental context and individual perceptions of those involved, leading to variations in its application.

This study provides new knowledge in relation to the challenges that can be experienced when implementing teacher coaching across a community of schools.

Research on layoff victims reports that interactional justice judgments influence important work‐related attitudes, such as organizational commitment. In this paper, we build on this emerging literature through an examination of the role that both interactional justice and organizational support have in explaining the organizational commitment of 147 layoff victims at a major manufacturing plant. The results of structural equation analyses supported our hypothesis that organizational support mediates the relationship between interactional justice and organizational commitment.

This paper aims to integrate existing thinking and provide new insights into the complexity of behaviours to improve understanding of the nature of these behaviours. This paper expands social marketing theory by introducing the Motivation–Opportunity–Ability–Behaviour (MOAB) framework to assist in understanding the nature of social marketing behaviours by extending the Motivation–Opportunity–Ability (MOA) framework.

This is a conceptual paper that proposes the MOAB framework to understand the complexity of behaviours.

This new tool will provide social marketers with an improved understanding of the differences between behaviours targeted by social marketers. Specifically, it provides a definition and application of complexity in social marketing that will facilitate the development of consumer insights and subsequent social marketing programs that more sufficiently account for the complexity of target behaviours.

This proposed MOAB framework offers a foundation for future research to expand upon. Further research is recommended to empirically test the proposed framework.

This paper seeks to advance the theoretical base of social marketing by providing new insights to understand the nature of the behaviour in social marketing to assist social marketers to move beyond attempts to treat all behaviours as if they are the same.

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

In recent years, futures study methods, especially scenario analysis, are used to plan for disaster and emergency management. Scenario method is suitable for public level policy making. Scenarios generated alternative descriptive futures in all of the development field such as disaster studies. This paper aims to systematically review the articles that generated scenarios in disaster management to attain gaps, challenges and opportunities related to use of scenario analysis in disasters.

This is a systematic review that was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The keywords that searched included “disaster,” “emergency,” “crisis,” “disruptive event,” “futures study,” “foresight,” “scenario,” “community-based scenario planning,” “participatory scenario planning,” “scenario planning” and “scenario analysis.” The Google Scholar, ISI Web of Science, Science Direct, PubMed and Scopus databases were searched.

A total of 981 article gathered after initial search between electronic databases. At final step, only ten articles included in the study. The selected articles compared according to many aspects. Most of the scenarios that developed in disaster management and planning concentrated on climate change and flooding related hazards. Many of studies developed three or four scenarios that it seems the number is suitable for disaster planning.

The paper serves as an original guideline for disaster planning.

There is growing evidence that serious games can be an effective tool in social marketing programmes. Although multiple (serious) game attribute frameworks exist, there is limited knowledge about which game attributes are applicable for sensitive social marketing issues. This research aims to fill this gap by compiling a taxonomy of game attributes for serious games based on the existing literature and investigating which of the game attributes users prefer in the context of an alcohol programme targeted at adolescents.

Three serious games were administered to a sample of adolescents as part of a larger trial. Game feedback data from 640 participants are coded and compared using the synthesised classification taxonomy of reward-based and meaningful game attributes.

Meaningful game attributes are more frequently preferred than reward game attributes across all three serious games.

This study examined serious games targeting only one specific context (alcohol) in one market segment (Australian adolescents) on one gaming platform (online).

This study proposes that meaningful game attributes are more important than reward game attributes when designing serious games for (alcohol) social marketing programmes. Nevertheless, social marketers must also recognise that reward-based game attributes are important attributes, as they are essential for making and motivating gameplay.

This research is the first social marketing study that provides insight into game attributes which are preferred by users of serious games or gamified technology in social marketing programmes.

This paper outlines a pilot study that was undertaken in Australia in 2011 that combined social marketing with education. An intervention targeting 14‐16 year olds to influence attitudes and behavioural intentions towards moderate drinking was developed and tested. Game On:Know alcohol (GO:KA) is a six‐module intervention that is delivered to a year level cohort in an auditorium. GO:KA combines a series of online and offline experiential activities to engage (with) students.

Following social marketing benchmark criteria, formative research and competitive analysis were undertaken to create, implement and evaluate an intervention. The intervention was delivered in one all boys’ and one all girls’ school in April and June 2011, respectively. A total of 223 Year 10 students participated in GO:KA with the majority completing both pre‐ and post‐surveys. Paired samples t‐tests and descriptive analysis were used to assess attitudinal and behavioural intention change.

Attitudinal change was observed in both schools while behavioural intentions changed for girls and not boys according to paired samples t‐testing. Post hoc testing indicated gender differences.

The lack of a control group is a key limitation of the current research that can be overcome in the 20 school main study to be conducted in 2013‐2015.

The current study provides evidence to suggest that a combined social marketing and education intervention can change teenage attitudes towards moderate drinking whilst only changing behavioural intentions for female teenagers. Analysis of the intervention provides insight into gender differences and highlights the need for a segmented approach.

Workplace abuse, interpersonal mistreatment that occurs within the victim’s work environment, has attracted considerable attention in recent years. In this chapter, we argue that problems with the conceptualization and measurement of workplace abuse have thwarted scientific progress. We identify two needs that we believe are especially pressing: (a) the need to consider the construct breadth of workplace abuse scales and (b) the need to test whether the measures of various types of workplace abuse effectively capture the unique qualities of the constructs they purport to assess. To guide our discussion of these issues, we conducted a review of the item content of several workplace abuse measures. We offer suggestions for addressing these and other conceptualization and measurement issues, and we discuss the possible implications of these issues on the study of the hypothesized predictors and consequences of workplace abuse.